New Urban Teachers Experience Induction Coaching: “Moving Vision Toward Reality”

Abstract

Educational policy is increasingly recognizing the role mentored induction support plays in new teachers' professional learning. This qualitative study explored eight new urban teachers' experiences with and perceptions of mentored induction, referred to in this study as “coaching.” As an alternative to the predominant emotional or socialization constructs of induction support, this study investigates coaching from an “educative” stance that is instructionally oriented, collaborative, situated, and frequently enacted. Results indicate that interactions with coaches facilitated new teachers' transition into urban classrooms; enhanced their ability to provide the type of student-centered instruction they envisioned, but struggled to achieve; and that coaching is a relationship that requires time, trust, and commitment. Insights and recommendations are provided to guide the development or strengthening of induction programs though a collaborative approach aimed towards instructional improvement and professional learning.